DIDACTIC OPPORTUNITIES AND SCIENTIFIC-THEORETICAL FOUNDATIONS OF VIRTUAL AND AUGMENTED REALITY TECHNOLOGIES IN ARCHITECTURAL EDUCATION
Abstract
This article examines the scientific and theoretical foundations of Virtual Reality (VR) and Augmented Reality (AR) technologies and analyzes their didactic opportunities in architectural education. The study highlights the close relationship between VR and AR technologies and the principles of constructivism, experiential learning, and the competency-based approach. Furthermore, based on scientific literature, the pedagogical potential of these technologies for developing students' spatial thinking, integrating theoretical knowledge with practical activities, creating an interactive learning environment, and improving educational effectiveness is substantiated.
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